CURRICULUM MAP 2016 - 2017 Course Title: Emergency Medical Responder …myvolusiaschools.org/cte/Documents/EMR3_map_17-18.pdf · Updated: October 27, 2017 1 CURRICULUM MAP 2016 -

Updated: October 27, 2017 1

CURRICULUM MAP 2016 - 2017 Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Introduction to EMS Services

PACING: 1st Quarter Unit Number: 1

ESSENTIAL QUESTIONS:

1. What are the Emergency Medical Responder’s legal and ethical responsibilities? 2. How did EMS evolve? 3. What are the roles and responsibilities of the Emergency Medical Responder? 4. How should the Emergency Medical Responder interact with the Emergency Medical Services?

CONCEPTS /CONTENT (Outcomes)

LEARNING TARGETS/SKILLS

(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/ RESOURCES

ASSESSMENTS

12.0 Demonstrate and understanding of the roles and responsibilities of the Emergency Medical Responder 14.0 Demonstrate an understanding of medico-legal aspects 31.0 Recognize life-threatening situations. 34.0 Identify critical incident stressors National Curriculum Standards: Module 1, Lesson 1-1: Introduction to EMS Systems

Knowledge: • Describe the history of EMS • Describe the roles and responsibilities of

Emergency Medical Responder • Recognize the signs and symptoms of critical

incident stress • Describe expressed and implied consent and

related issues • Describe the provisions of HPPA • Describe the duty to act • Describe chain of infection • List and describe standard precautions • Describe principles of safely operating a

ground ambulance and operating safely in and around a landing zone during air medical operations and transport

Reasoning: • Research and analyze “The Whitepaper” • During role-play discover whether an EMS

career is appropriate for an individual. • After viewing video, infer the legal and ethical

responsibilities of EMS personnel. • Discuss and demonstrate Hazardous Waste

Operations and Emergency Response

12.01 Describe the role of Emergency Medical Responder as a member of the EMS Team 12.02 List and describe the responsibilities of the Emergency Medical Responder for the provision of pre-hospital emergency care within the local EMS system. 12.03 Describe principles of safely operating a ground ambulance. 12.04 Understand the guidelines of

Abandonment Advance Directives Assault Battery Body Substance Isolation Burn-out Child abuse Confidentiality Consent (both expressed and

implied) Critical Incident Stress

Debriefing Do Not Resuscitate (DNR) Domestic violence Duty to act Elder Abuse False imprisonment Good Samaritan Laws HAZWOPER HIPPA Joint Commission National Association of

Emergency Medical Technicians

National Highway Traffic

• View Videos on EMS services

• Make a timeline on EMS services

• Research and analyze “The White Paper” (available on-line)

• Role-play trauma incident to determine possible reactions as both Emergency Medical Responder and family member

• Discussion of critical incident stressors

• Use textbook and/or internet resources to describe chain of infection and standard precautions

• Proper hand hygiene, gloving, gowning, use of face masks

• View video: John Q or Lorenzo’s Oil (legal and

Performance Tasks (Skills Sheets) www.NREMT.org

Selected Response Successful completion

of AES HealthCenter 21 modules

Quarterly Portfolio Assessment

∗ Tied to

essential questions

∗ Data collected through Scantron

∗ Defined Testing Window

http://www.nremt.org/

http://www.nremt.org/


Lesson 1-2: Well-being of the Emergency Medical Responder Lesson 1-3: Legal and Ethical Issues

Skills: • Demonstrate proper use of PPE • Demonstrate appropriate Joint Commission

Patient Safety Goals

Products: • Create a timeline of the development of EMS

services

operating safety in and around a landing zone during air medical operations and transport. 12.05 Implement appropriate Joint Commission patient safety goals. 14.01 Describe and demonstrate an understanding of the medicolegal aspects of an Emergency Medical Responder’s provision of emergency medical care in the jurisdiction having authority, including, but not limited to, duty to act, standard of care, consent to care, forcible restraint, abandonment, documentation and any applicable Good Samaritan Laws. 14.02 Practice

Safety Administration

Negligence OSHA Patient’s Bill of Rights Personal Protective

Equipment Physical restraint Scene survey Scope of Practice Stress White Paper

ethical issues) • Use textbook and/or

internet resources to research legal and ethical issues.

Interventions: Re-teach if necessary Peer tutoring ESE strategies ESOL strategies AES Curriculum—HealthCenter

21 Enrichment: Peer teaching Honors contract Suggested Resources: Textbook Internet AES Curriculum—HealthCenter

21 Videos/DVDs


within medicolegal standards. 31.01 Take steps to minimize the chance of injury or death to all involved when confronted with a potentially life-threatening situation on the basis of an assessment of a scene. 34.01 Identify stressors which may affect the performance of an Emergency Medical Responder. 34.02 Identify stressors which may affect the behavior of a sick or injured person. 34.03 Carry out procedures to minimize critical incident stress.


CURRICULUM MAP 2017-2018 Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Anatomy and Physiology Review

PACING: All Year Long Unit Number: 2


1. How is the body organized? 2. How do EMS workers communicate to one another about the human body?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

Health Science 1 Standards National Curriculum Standards: Module 1, Lesson 1-4—The human body

Knowledge: • Describe the structures and functions of the

respiratory, muscular, skeletal, nervous, and circulatory/cardiovascular systems

• Use appropriate medical/topographical terminology

Reasoning: • Associate underlying structures with the

superficial anatomy

Skills: • Demonstrate positioning patients

N/A Abduction Adduction Alveoli Anterior Anatomical position Anatomy Aorta Appendicular skeleton Arteries Atlas AV node Autonomic nervous system Axial skeleton Axis Bilateral Blood Brain stem Bronchi Capillaries Central nervous system Circulation Cranium Deep Diaphragm Distal

Review the structures and functions of the respiratory, muscular, skeletal, nervous, and circulatory/cardiovascular systems. HealthCenter 21 activities Identify structures using appropriate models and diagrams. Position patients Interventions: Re-teach if necessary Peer tutoring ESE strategies ESOL strategies AES Curriculum—HealthCenter

21 Enrichment: Peer teaching Honors contract

Performance Tasks (Skills Sheets)

Selected Response Successful completion

of AES HealthCenter 21 modules

∗ Tied to

essential questions




Dorsal Epiglottis Eversion Extension Flexion Fontanelles Fowler’s position Heart Homeostasis Inferior Inversion Lateral Medial Midaxillary line Midclavicular line Midline Perfusion Peripheral nervous system Physiology Posterior Pronation Prone Proximal Recovery position Respiration SA node Superficial Superior Supination Supine Thoracic cavity Topographical Trendelenberg’s position Unilateral Veins Ventilation Ventral

Suggested Resources: Textbook Internet AES Curriculum—HealthCenter

21 Videos/DVDs


CURRICULUM MAP 2017-2018 Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Airway Management

PACING: 1st Quarter (All Year Long with Scenarios) Unit Number: 3


1. What are signs and symptoms of inadequate ventilation? 2. Why is “airway” always first? 3. What methods can be used to correct an airway problem?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

17.0 Conduct a Primary assessment of problems that are a threat to life if not corrected immediately 18.0 Demonstrate BLS Procedures 22.0 Demonstrate understanding of airway management, respiration, and artificial ventilation 28.0 Identify and provide initial care for a sick and/or injured patient National Curriculum Standards:

Knowledge: Describe proper use of pulse-oximeter Describe signs and symptoms of airway compromise. Identify respiratory distress and respiratory failure. Identify oxygen delivery system Discuss Tracheostomy. Reasoning: Clinical scenarios and role-plays regarding airway compromise. Skills: Demonstrate maintenance of open airway. Correctly use barrier devices. Demonstrate proper use of recovery position. Demonstrate proper use of a bag-valve mask (one and two person). Demonstrate proper use of airway adjuncts. Demonstrate proper application of supplemental oxygen. Demonstrate proper use of suction. Assess level of consciousness Auscultate lung sounds.

17.01 Determine and record the level of consciousness of the injured person including person, place, time and events) 17.02Assess for an inadequate airway, inadequate respirations, inadequate circulation and profuse bleeding. 17.03 Recognize when immediate correction is necessary. 17.04 Assess patient and determine if the patient has a life

Accessory muscle use Air hunger Airway Apnea Artificial ventilation Asthma Auscultate Bag-valve mask Bronchospasm Contraindication COPD Crackles Cricoid pressure Croup Cyanosis Dead space Dentures Dyspnea Embolus Esophagus Flow-restricted oxygen-

powered ventilation device

Gag reflex

Use barrier devices. Maintain open airway. Hands-on practice with airway models. Practice auscultating lung sounds. Airway adjunct insertion Supplemental oxygen application Use DVDs, videos as appropriate (airway evaluation, lung sounds, etc.) Use textbook resources. Interventions: Re-teach if necessary Peer tutoring ESE strategies ESOL strategies AES Curriculum—HealthCenter Enrichment: Peer teaching Honors contract


Selected Response

∗ Tied to

essential questions




Module 2, Lesson 2-1 Airway Lesson 2-2 Practical Lab--airway Lesson 2-3 Evaluation--Airway

threatening condition. 17.05 Use spinal precautions as appropriate 18.01 Establish and maintain an open airway using both manual and mechanical airway techniques. 18.02 Restore breathing and circulation by means of cardiopulmonary resuscitation. 18.03 Demonstrate proficiency in the use of an automated external defibrillator. 22.01 Apply knowledge of Anatomy and Physiology to airway management procedures.(I.E. Oxygenation and perfusion) 22.02 Understand the pathophysiology

Head tilt/chin lift Humidification Hypoventilation Hypoxia Jaw thrust Larynx Mandible Maxilla Nasal canula Nasal flaring Nasal-pharyngeal airway Non-rebreather mask Occlusion On board oxygen Oro-pharyngeal airway Palpate Pharynx Pocket mask Pursed lip breathing Regulator Resuscitate Retraction Rhonchi Saliva Sputum Stoma Sublingual Tachypnea Tonsils Trachea Tracheostomy Tripod position Uvula Ventilation Wheezing Yankauer

Suggested Resources: Textbook chapters 7, 8, 27 Internet Videos/DVDs


of respiratory dysfunction. 22.03 Use available mechanical devices to assure the maintenance of an open airway and assist ventilation. According to American Heart Association (AHA) standards 22.04 Demonstrate proficiency in supplemental oxygen therapy including portable oxygen cylinder and oxygen delivery devices. 22.05 Describe and demonstrate airway management utilizing of upper airway suctioning. 28.02 Identify and care for patients experiencing respiratory distress, utilizing patient


assessment.

CURRICULUM MAP 2017-2018

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Patient Assessment

PACING: 2nd Quarter (All Year Long with Scenarios) Unit Number: 4


1. How do I safely lift and/or move a client? 2. How does scene appearance and mechanism of injury determine my assessment? 3. What is the difference between a life threatening injury/illness and a non-life threatening injury/illness? 4. How do I perform a primary and a secondary assessment?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

15.0 Determine and record vital signs of a sick or injured person. 16.0 Use Medical Identification devices 17.0 Conduct a primary assessment of problems that are a threat to life if not corrected immediately. 23.0 Provide secondary assessment 27.0 Provide emergency

Knowledge: Discuss theory and methods for measuring vital signs. Discuss theory and methods for assessment of clients. Describe the components of SAMPLE Discuss theory and methods for body mechanics and client movement. Describe care for clients in special situations. Describe entrapment situations and extrication. Reasoning: Compare and contrast assessment and care of an accident victim with a specific disorder (identified by a medical identification device) to an accident victim who is otherwise healthy. Differentiate between emergency and non-emergency moves. Based on a given scenario, determine, using ABCs and other assessment methods, whether a situation is life-threatening or non-life threatening. Skills:

15.01 Determine and record skin color, temperature & moistness. 15.02 Demonstrate ability to accurately measure and record vital signs including manual blood pressure. 16.01 Identify the most commonly used medical identification devices. 16.02 Apply the information

ABCs Aniscoria Antecubital fossa Arm drag AVPU Bed roll Blanket drag Body mechanics Capillary refill Carry transfer Caterpillar pass Chair carry Clothing drag Cradle carry Cravat Crepitus Crumple zone Diastolic Direct carry

Client Scenarios Demonstrate moving/lifting

techniques. Measure and record vital signs Demonstrate patient interview

skills. Demonstrate Inspection,

Palpation, Percussion, and Auscultation as part of assessment.

Demonstrate Medical Patient Assessment. Demonstrate Trauma Patient Assessment. Interventions: Re-teach if necessary Peer tutoring ESE strategies


Selected Response

∗ Tied to

essential questions




evacuation and transfer of a sick and/or injured person 29.0 Identify and care for patients who are in special situations. 31.0 Recognize life-threatening situations. 32.0 Recognize entrapment situations National Curriculum Standards: Module 3, Lesson 3-1 Patient Assessment Lesson 3-2 Practical Lab—Patient Assessment Lesson 3-3 Evaluation—Patient Assessment

Measure and record vital signs. Perform primary and secondary assessment of clients. Demonstrate appropriate body mechanics. Demonstrate methods of emergency and non-emergency moves/lifts. Demonstrate compassionate, empathetic care.

contained on or in the medical identification devices to patient assessment and patient care procedures. 17.01 Determine and record the level of consciousness of the injured person. 17.02 Assess for an inadequate airway, inadequate respirations, inadequate circulation and profuse bleeding 17.03 Recognize when immediate correction is necessary 17.04 Assess patient and determine if the patient has a life threatening condition. 17.05 Use spinal precautions as appropriate 23.01 Conduct a methodical head-to-toe physical

Draw sheet Emergency drag Emergency move Environmental assessment Exhalation Extremity life Firefighter’s carry Firefighter’s drag General impression Grunting Gurgling High index of suspicion Initial assessment Initial report Inspiration Jaundice Pack strap carry Pallor Paradoxical motion Perimeter PERRLA Power grip Power lift Pulse Pupil Rescuer’s assist Risk factors Safety corridor SAMPLE Scoop stretcher Seat carry Size up Sling Snoring Squat lift Sphygmomanometer Staging

ESOL strategies AES Curriculum—HealthCenter Enrichment: Peer teaching Honors contract Suggested Resources: Textbook—Ch. 10, 11, 12, 13, 17 Internet Videos/DVDs


examination to discover conditions not found during the primary assessment. 23.02 Interview the sick or injured person to obtain facts relevant to the person’s condition. 23.03 Interview co-workers, witnesses, family members, or other individuals to obtain facts relevant to the person’s condition. 27.01 Describe situations when a person should be evacuated or transferred. 27.02 Use the most appropriate assist, drag or carry (alone or with a partner) to move a sick or injured person from a dangerous location to a safe place. 27.03 maintain

Stair chair Sternal rub Stridor Sucking chest wound Symptom Systolic Transfer board Triage Unresponsive Wheezing


safety precautions during evacuation and transfer 27.04 Demonstrate an understanding of the purpose and use of transfer methods for patients including stair chairs and stretchers. 29.01 Identify patients who have special needs. 29.02 Care for inured/ill children. 29.03 Care for the injured/ill elderly 29.04 Care for the injured/ill physically disabled. 29.05 Care for the injured/ill developmentally disabled. 31.01 Take steps to minimize the chance of injury or death to all involved when confronted with a potentially life-threatening situation on the


basis of an assessment of a scene. 32.01 Identify accident-related hazards and undertake hazard control measures consistent with the capabilities of the Emergency Medical Responder and available equipment. 32.02 Use available equipment safely to gain access to persons who are entrapped. 32.03 Use available equipment safely to disentangle persons from mechanisms of entrapment


CURRICULUM MAP 2017-2018 Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Circulation

PACING: 1st and 2nd Quarter (All Year long with Scenarios) Unit Number: 5


1. How do I recognize internal bleeding? 2. How do I care for a patient in shock? 3. What is the cardiac chain of survival? 4. How do I perform CPR? 5. How do I stop external bleeding?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

17.0 Conduct a primary assessment of problems that are a threat to life if not corrected immediately. 18.0 Demonstrate BLS procedures 19.0 Recognize and control bleeding. 20.0 Recognize and control shock. 28.0 Identify and provide initial care for a sick and/or injured patient. National Curriculum Standards: Module 4 4-1 Circulation

Knowledge: List the reasons the heart stops beating. Describe theories and methods of CPR. List types of shock. List types of external bleeding. Describe the cardiac chain of survival. Describe causes of internal bleeding. Recognize signs and symptoms of heart attack (angina vs. myocardial infarction) Reasoning: Explain the rationale for the progression of assessment and treatment of the ABCs. Explain reasons for encouraging family presence while performing CPR. Skills: Certification in BLS for Health Care Providers, to

include adult, child, infant and AED. Demonstrate methods for controlling external bleeding. Demonstrate methods for treating shock. Product: Research paper (family presence during CPR)

17.01 Determine and record the level of consciousness of the injured person. Including person, place, time and events. 17.02 Assess for inadequate airway, inadequate respirations, inadequate circulation, and profuse breathing. 17.03 Recognize when immediate correction is necessary. 17.04 Assess patient and determine if the patient has a life

ACS Anaphylactic shock Anaphylaxis Angina Artificial pacemaker Asystole Automated external

defibrillator (AED) Automatic implantable

cardioverter/ defibrillator

Automaticity Bradycardia Capillary refill Cardiac output Cardiogenic shock Chain of survival Compensated shock Coronary arteries Decompensated shock Defibrillation Diaphoretic Dysrhythmia Electrocardiogram (ECG)

CPR certification course Cardiovascular A & P Review Clinical scenarios Research paper Auscultate heart sounds Interventions: Re-teach if necessary Peer tutoring ESE strategies ESOL strategies AES Curriculum—HealthCenter Enrichment: Peer teaching Honors contract Suggested Resources: Textbook—Ch. 9, 27, 28, 29, Appendix B Internet Videos/DVDs


Selected Response

∗ Tied to

essential questions




4-2 Practical Lab—circulation 4-3 Evaluation—circulation

threatening condition. 17.05 Use spinal precautions as appropriate. 18.01 Establish and maintain an open airway using both manual and mechanical airway techniques. 18.02 Restore breathing and circulation by means of cardiopulmonary resuscitation. 18.03 Demonstrate proficiency in the use of an automated external defibrillator. 41.01 Identify items that can be used to control external bleeding and minimize the contamination of open wounds. 19.02 Apply pressure dressings that will control bleeding and minimize the

Escape rhythm Evisceration Hemorrhagic shock Hypertension Hypoperfusion Hypothermia Hypovolemia Hypovolemic shock Irreversible shock MAST Motion artifact Neurogenic shock Normal sinus rhythm (NSR) Orthostatic vital signs PASG Perfusion Postural hypotension Premature ventricular

complex (PVC) Pulseless electrical activity

(PEA) Rhythm Septic shock Shock Stroke volume Sudden cardiac death Tachycardia Unstable angina Uticaria Ventricular fibrillation Ventricular tachycardia


contamination of open wounds. 19.03 Identify the likelihood of internal bleeding through observations of signs, symptoms, and mechanisms of injury. 19.04 Care for a patient who exhibits the signs and symptoms of internal bleeding. 19.05 Apply current trauma treatment standards when applying a tourniquet which may include PreHospital Trauma Life Support (PHTLS) standards 20.01 Recognize the likelihood that shock may occur or be present on the basis of patient assessment and observation of mechanism of injury. 20.02 Provide


anti-shock measures as part of routine patient care. 28.01 Identify and care for patients with a non-traumatic chest pain, utilizing patient assessment. 28.02 Identify and care patients experiencing respiratory distress, utilizing patient assessment.


CURRICULUM MAP 2017-2018 Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Injury and Illness

PACING: 2nd and 3rd Quarter (All year long with Scenarios) Unit Number: 6


1. How do I care for heat or cold emergencies? 2. How do I provide emergency care to a patient with a medical illness? 3. How do I provide emergency care to a patient with a soft tissue or musculo-skeletal injury? 4. How do I provide emergency care for a poisoning or environmental toxin victim?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

17.0 Conduct a Primary Assessment of problems that are a threat to life if not corrected immediately. 21.0 Understand the importance of emergency medications. 24.0 Identify Musculo-Skeletal Injuries 25.0 Demonstrate proper immobilization of cervical/spinal injury. 26.0 Demonstrate proper extremity immobilization as well as other immobilization for other injuries.

Knowledge: Describe signs and symptoms of various medical illnesses/injuries. Describe possible causes of allergic reactions. Describe the rule of nines and Palmer methods of burn assessment. Reasoning: Differentiate between general and specific medical complaints. Explain the rationale for modifying your behavior toward a patient with a behavioral emergency. Skills: Correctly apply splints, bandages, and dressings. Demonstrate spinal immobilization. Demonstrate care for heat and cold injuries. Demonstrate care for bites and stings. Demonstrate proper use of an auto-injector. Role-play assessment of altered mental status. Product: Create a public service announcement about injury and illness prevention/patient education.

17.01 Determine and record the level of consciousness of the injured person including person, place, time and events. 17.02 Assess for an inadequate airway, inadequate respirations, inadequate circulation and profuse bleeding. 17.03 Recognize when immediate correction is necessary. 17.04 Assess patient and determine if patient has a life threatening condition. 17.05 Use spinal

AAA Abrasion Allergen Allergic reaction Altered mental status Amputation Appendicitis Auto-Injector Avulsion Black widow spider bite Bowel obstruction Boyle’s law Brown recluse spider bite Cardiac contusion Cervical spine

immobilization device

Cincinnati prehospital stroke scale

Cholecystitis Closed fracture Compartment syndrome Conduction Contusion Convection

Clinical scenarios Immobilization Skills Auto-injector Use Role-play Public service announcement Research pre-hospital, intra-hospital and post-hospital survival statistics for specific disease or condition. Interventions: Re-teach if necessary Peer tutoring ESE strategies ESOL strategies AES Curriculum—HealthCenter Enrichment: Peer teaching Honors contract Suggested Resources: Textbook—Ch. 21, 22, 23, 24, 25, 30, 31, 33, 34, 35 Internet


Selected Response

∗ Tied to

essential questions




(pelvis, ribs) 28.0 Identify and Provide initial care for a sick and/or injured patient 29.0 Identify and care for patients who are in special situations. National Curriculum Standards: Module 5 Lesson 5-1 Medical Emergencies Lesson 5-2 Bleeding and Soft Tissue Injuries Lesson 5-3 Injuries to Muscles and Bones Lesson 5-4 Practical Lab: Illness and Injury Lesson 5-5 Evaluation: Illness and Injury

precautions as appropriate. 21.01 Understand the advantages, disadvantages, and techniques of self and peer administration of an intramuscular injection by auto-injector. 21.02 Describe the name, effects, indications, routes of administration, and dosages for specific medications.(I.E. Chemical Antidote Auto injector Devices) 24.01 Identify the various types of musculo-skeletal injuries. 24.02 Immobilize and otherwise care for suspected fractures, dislocations, sprains and strains with available supplies and equipment, including commercially available and

Cravat Crush injury Cushing’s reflex CVA Decompression sickness De-gloving avulsion Diabetes Direct pressure Dislocation Embolism Entrance wound Epilepsy Evaporation Exit wound Expressive aphasia Facial droop Fasciotomy Flail chest Foot drop Fracture Frostbite Full thickness burn Gastroenteritis Generalized seizure GI bleed Guarding Glasgow Coma Scale Heat illnesses Hematoma Hemorrhage Hemothorax Impaled object Inflammation Intracranial pressure Kussmaul’s respiration Laceration MSDS

Videos/DVDs


improvised devices. 24.03 Demonstrate an understanding of the function and need for traction splints. 25.01 Identify need for spinal immobilization 25.02 Maintain in-line immobilization of cervical spine. 25.03 Place proper fitting rigid extrication type cervical collar. 25.04 Place patient in supine position on full length spine board. 25.05 Secure patient to immobilization device. 26.01 Identify need for extremity immobilization. 26.02 Assess motor, sensory, and distal circulation in extremities. 26.03 Place proper fitting splint on extremities. 26.04 reassess motor, sensory, and distal circulation in

Near drowning Necrotic Occlusive dressing Open fracture Overdose Palmer method Paralysis Paraplegia Paresthesia Partial thickness burn Pneumothorax Post-ictal phase Point tenderness Poison control center Poisoning Pronator drift Puncture Range of motion Receptive aphasia Renal stone Rule of nines Quadriplegia Skull fracture Splints Standing take-down Straddle injury Stridor Stroke Subcutaneous emphysema Subdural hematoma Sucking chest wounds Superficial burn Tension Pneumothorax TIA Tourniquet Traction Venomous snakes


extremities. 28.03 Identify and care for patients experiencing a diabetic emergency, utilizing patient assessment. 28.04 Identify and care for a patient who is experiencing a seizure, utilizing patient assessment. 28.05 Identify and care for a patient who has ingested, inhaled, absorbed or been injected with a poisonous substance. 28.06 Identify and care for a patient who is in an altered state of consciousness utilizing patient assessment. 28.07 Identify and care for a patient who is experiencing a stroke, utilizing patient assessment. 28.08 Identify and care for a patient who has a foreign body in the eye, utilizing patient assessment.


28.09 Identify and care for a patient with thermal, chemical, or electrical burns, determining the severity including degree, body surface area, type, and location. 28.10 Identify and care for a patient suffering from an environmental emergency including heat cramps, heat exhaustion, heat stroke, and frostbite, utilizing patient assessment. 29.01 Identify patients who have special needs. 29.04 Care for injured/ill physically disabled. 29.05 Care for the injured/ill developmentally disabled.



Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Childbirth, Children and Special Needs

PACING: 3rd and 4th Quarter Unit Number: 7


1. How do I recognize child/elder abuse? 2. What is the Emergency Medical Responder’s role in emergency childbirth? 3. How does the patient’s age and mental status affect emergency assessment?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

29.0 Identify and care for patients who are in special situations 33.0 Assist with emergency childbirth. National Curriculum Standards: Module 6 Lesson 6-1 Childbirth Lesson 6-2 Infants and children Lesson 6-3 Practical Lab—childbirth and children Lesson 6-4—Evaluation, Infants and children.

Knowledge: Describe mental illnesses that could result in a behavioral emergency. List signs and symptoms of a behavioral emergency. Discuss personal safety during behavioral emergencies. Explain body changes during pregnancy Recognize normal/abnormal labor. Describe the medical/legal responsibilities to report child/elder abuse. Describe signs that childbirth is imminent. Describe the stages of labor. Describe developmental considerations for the assessment of the child and infant. Discuss the physical/mental effects of aging Reasoning: Discuss the implications of the Apgar score for the newborn. Explain how pediatric anatomy alters patient assessment. Explain how elderly anatomy alters patient assessment.

29.01 Identify patients who have special needs. 29.02 Care for injured/ill children 29.03 Care for the injured/ill elderly 29.04 Care for the injured/ill physically disabled. 29.05 Care for the injured/ill developmentally disabled 33.01 Evaluate a mother to determine whether deliver is imminent 33.02 Assist with a normal delivery 33.03 Care for the mother and baby 33.04 Identify abnormal childbirth situations and care for

Abortion Addiction Amniotic sac Anxiety Apgar Arthritis Asthma Behavioral emergency Bloody show Braxton Hicks Breech Cervix Child abuse Childbirth Croup Crowning CSF shunt Dementia Depression Dilation Eclampsia Ectopic pregnancy Effacement Elder abuse Febrile seizure

Clinical scenarios Research Paper Guest speakers Interventions: Re-teach if necessary Peer tutoring ESE strategies ESOL strategies AES Curriculum—HealthCenter Enrichment: Peer teaching Honors contract Suggested Resources: Textbook—Ch. 32, 36, 37, 38, 39, 40, 41 Internet Videos/DVDs


Selected Response

∗ Tied to

essential questions




Skills: Refresh Child/Infant CPR skills/theory Assessment of child, infant, special needs patients. Product: Research paper on use of restraints. Research paper on child abuse/elder abuse including emergency responders’ reactions.

the mother and baby within the Emergency Medical Responder’s capabilities.

Fetus Fontanelles Fundus Hallucination Intercostals retraction Labor Mandated reporter Meconium Meningitis Mental illness Miscarriage Molding Neonate Osteoporosis Placenta Placenta previa Placental abruption Polypharmacy Premature delivery Prolapsed umbilical cord Restraints Sexual assault SIDS Stages of labor Sterna retraction Substance abuse Supine hypotensive

syndrome Suicide Take down Uterus Vernix Withdrawal



Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: EMS Operations

PACING: 3rd Quarter Unit Number: 8


1. How do I transfer care according to the chain of command? 2. What is my role in a hazardous materials situation? 3. Why do we use triage?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

13.0 Demonstrate an ability to communicate effectively as part of the EMS team. 27.0 Provide emergency evacuation and transfer of a sick and/or injured person. 30.0 Provide triage to victims of multiple casualty incidents 31.0 Recognize life-threatening situations. National Curriculum Standards: Module 7 Lesson 7-1 EMS operations

Knowledge: Describe chain of command Describe the steps in the START system Describe the use of verbal reports in the transfer of care. Discuss proper use of body mechanics for patient transport/evacuation. Describe the differences between biological, chemical and mechanical weapons of destruction. Reasoning: Explain how triage helps organize care in a multiple casualty incident. Explain how the primary assessment system applies to triage. Explain how hazardous materials can affect your approach to a scene. Skills: Apply the START system Perform triage at a mass casualty simulation. Role-play transfer of care report

13.01 Demonstrate the proper procedure for the transfer of patient care to other EMS personnel. 13.02 Describe information regarding a patient’s condition and treatment that need to be communicated. 13.03 Communicate the Emergency Medical Responder’s observations and actions to whomever patient care is transferred. 13.04 Describe and apply the principles of communicating with patients in a manner that achieves a positive relationship. 13.05 Recognize

Affidavit Biological agents Briefing Chain of command Charting Chem trec Chemical weapons Cold zone Command post Communication center Communication specialist Confidentiality Decontamination corridor Domestic terrorist Entrapment Hazardous material Hot zone Incident commander LACES Morgue Multiple casualty incident Objective Patient care report Patient refusal form Placard

Clinical scenarios Mass casualty simulation Role play Guest speakers Interventions: Re-teach if necessary Peer tutoring ESE strategies ESOL strategies AES Curriculum—HealthCenter Enrichment: Peer teaching Honors contract Suggested Resources: Textbook—Ch. 18, 19, 20, 44, 46 Internet Videos/DVDs


Selected Response

∗ Tied to

essential questions




Lesson 7-2 Evaluation EMS operations

simple medical prefixes/suffixes/combining words. 27.01 Describe situations when a person should be evacuated or transferred. 27.02 Use the most appropriate assist, drag, or carry (alone or with a partner) to move a sick or injured person from a dangerous location to a safe place. 27.03 Maintain safety precautions during evacuation and transfer. 27.04 Demonstrate an understanding of the purpose and use of transfer methods for patients including stair chairs and stretchers. 30.01 Categorize the victims of multiple casualty incidents according to the severity of injury or illness on the basis of patient assessments. 30.02 Use triage tags or other identification devices available locally to indicate

Special incident report Staging area Staging officer START Subjective Telemetry Terrorism TRACEM Triage Triage tag Verbal report Weapons of mass

destruction


priorities for pre-hospital emergency care and transportation to medical facilities. 30.03 Work as a member of a team to perform triage at locations of multiple casualty incidents. 30.04 Work as a member of a team to perform patient assessments at locations of multiple casualty incidents. 30.05 Work as a member of a team to carry out patient care procedures at the locations of multiple casualty incidents. 30.06 Demonstrate knowledge of the operating procedures during a terrorist event or during a natural/man-made disaster. 30.07 Identify and care for a patient who is experiencing a stroke, utilizing patient assessment. 30.08 Discuss and demonstrate Hazardous Waste Operations and


Emergency Response (HAZWOPER) standard. 29 CFR 1910.120 (q)(6)(i)- First Responder Awareness Level http://www.hazwopercertification.net/ 31.01 Take steps to minimize the chance of injury or death to all involved when confronted with a potentially life-threatening situation on the basis of an assessment of a scene.


CURRICULUM MAP 2017-2018 Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: EMS Executive Internship

PACING: All Year Long Unit Number: 9


1. What is the application of academic skills in a clinical setting?



(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY


ASSESSMENTS

All Emergency Medical Responder Standards and National Curriculum Standards

Knowledge: • Describe the duties, skills, and personal

qualities needs for the EMS profession. • Use appropriate medical terminology.

Reasoning:

• Triage patient needs in a clinical setting. • Determine the appropriate care for each

patient.

Skills: • Demonstrate in the classroom and clinical

settings (as appropriate) the skills needed for the Emergency Medical Responder.

• Demonstrate appropriate professional behavior, appearance, and attitude in both classroom and clinical settings.

Products:

• Mass Casualty Incident • Industry Certification- NREMT • Patient presentation of situations encountered

during their rotation.

Instructor may develop benchmarks for the clinical rotations, but all benchmarks must be at the Emergency Medical Responder level and must not go beyond the scope of practice of the Emergency Medical Responder. Invasive procedures are not allowed.

Terminology will vary per emergency situation encountered.

Clinical Rotations are required for this course. Students must spend a minimum of one shift per nine weeks in the field. These clinical rotations must be completed during the school day. During clinical rotations students must be supervised at all times by the clinical instructor who is a licensed professional at the clinical site. Resources: Use VCS Emergency Medical Responder Forms including:

• Clinical Rotation Agreement

• Clinical Rotation Training Plan

• Time sheets to be signed by clinical instructor.

• Clinical Rotation Evaluation Form

• HOSA Activities Interventions:

Evaluation form to be completed by clinical instructor. Use Emergency Medical Responder Clinical Rotation Evaluation Form. Classroom assessments may be performance –based, patient scenarios, and selective and/or extended response. NREMT- written and practical examination Industry Exam EOC Test/Portfolio


Re-teach if necessary Peer Tutoring ESE Strategies ESOL strategies Enrichment: Tutoring